South Wairarapa Kāhui Ako - Hāpaitia te arā tika pūmau ai te rangatiratanga mo ngā uri whakatipu -

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South Wairarapa Kāhui Ako - Hāpaitia te arā tika pūmau ai te rangatiratanga mo ngā uri whakatipu -
South Wairarapa
                    Kāhui Ako
                                January 2018

  Hāpaitia te arā tika pūmau ai te rangatiratanga mo ngā uri whakatipu
Foster the pathway of knowledge to strength, independence and growth for
                           future generations.

South Wairarapa Kāhui Ako - Hāpaitia te arā tika pūmau ai te rangatiratanga mo ngā uri whakatipu -



    A. Framing initial inquiries
    B. Findings of inquiries
             (i) Achievement challenges
             (ii) Development areas
    C. Summary of findings



South Wairarapa Kāhui Ako - Hāpaitia te arā tika pūmau ai te rangatiratanga mo ngā uri whakatipu -

The South Wairarapa Kāhui Ako (previously South Wairarapa and
Carterton Community of Learning)

The South Wairarapa Kāhui Ako currently consists of 13 primary schools and one secondary school. We
are situated in the heart of the Wairarapa, where viticulture, tourism and farming are the main
supporters of the economy. In our initial inquiries, we differentiated between the South Wairarapa and
Carterton regions. However, in bringing the information and communities together, the South
Wairarapa Kāhui Ako has become a community of one.

South Wairarapa Kāhui Ako Schools

Carterton School is a state co-educational full primary school. The site of the school is near the centre
of the town, adjacent to Carrington Park. We have very spacious, attractive grounds and buildings,
including a swimming pool.
There is a focus on culturally responsive teaching across our school. In 2015 we initiated Akonga Māori,
a learning team of two classes with a focus on te reo, tikanga and te ao Māori. This year we have two
classes, Year 1-3 and Year 3-6.
Collaborative teaching and learning are a feature of our school. Students in Year 6-8 each have a digital
device to support their learning. Students use the Carterton School inquiry model in their learning.
We have a true open door policy – whanau are welcome at any time.

Dalefield School is a full state primary school, of 50-60 students, serving the Dalefield, Carterton and
Greytown districts since 1885. The rural nature of the school has long-been a source of pride for the
community; and this is reflected not only in the tranquil setting close to the foothills of the Tararua
ranges, but in the culture of the school also. Learning beyond the classroom is a feature of Dalefield and
a curriculum that reflects the community’s aspirations is being developed.

Featherston School – Te Kura o Paetūmokai
                                       Remutaka te maunga
                                       Tauherenikau te awa
                                Takitimu me te Kurahaupo ngā waka
                               Kahungunu me te Rangitane ngā hapu
                                        Paetūmokai te kura

We are a small school of one hundred students settled beneath the Remutaka Ranges. Our students
have a strong cultural and whānau identity, which allows them to make a valued contribution to our
Featherston community. We encourage our students to have a strong sense of self and pursue
excellence. They are respectful, responsible, show resilience, and can confidently challenge the world
around them. They stand tall and have pride in all they achieve.

Whāia te mātauranga, hei oranga mō koutou.
The mind is empowered by learning, never stop, as there is an endless amount of knowledge out there.

Gladstone School is a Decile 9 rural school delivering education based on the National Curriculum to
Year 0 – Year 8 students. The Universal Design for Learning (UDL) framework underpins teaching and
learning within our future focussed classrooms. Gladstone School was opened in 1876 and roll growth
has continued due to the merging of five other schools. Most of our students travel to school by bus.
Our collaborative Senior Hub, Y5 to Y8, work with two teachers. Our collaborative Middle Hub, Y3 -
Y4, also work with two teachers. The remaining two classrooms and two teachers work collaboratively
for parts of their day, Y1 and Y1 & Y2. Gladstone School is situated 15 kilometres from Masterton and
Carterton in a predominantly farming area. An enrolment zone is currently in place. There is a strong
Maori Heritage within the district and our school appreciates our close relationship with Hurunui-o-
Rangi Marae. The parents and community members support the school by being actively involved in a
range of school activities.

Greytown School is a friendly and family focussed school in the heart of the sunny Wairarapa. Our
children, staff, parents, whanau and our wider community work together to create strong learning
partnerships. These partnerships enable our children to be inspired, supported, confident and
challenged to reach their full potential in all aspects of learning and life. Our school values are based on
encouraging and empowering our children to be SHARP (Safe, Honest, Achieve, Respect and Pride), so
they can make informed choices and decisions for themselves and the world around them. Our
curriculum and learning initiatives provide our children with a wealth of opportunities to grow in
leadership, arts, sports, cultural, EOTC or within the different aspects of our Green Gold Enviroschool
way of life. We strive to make our school an exciting and rewarding place to learn and be a part of.

At Kahutara School we provide a dynamic education for all in a rural setting. We open the gates to the
future - attaining high achievement for every child while maintaining our warm friendly environment.
Kahutara School is located 13km south of Featherston. The catchment includes Pukeo/ Pahautea,
Kahutara and Western Lake. A small group travel from Featherston, Martinborough and the areas in
between. We have a roll of around 110 with senior students working in a collaborative hub using
computers for the majority of their learning.

Kuranui College is located in Greytown. We provide education for students in Years 9 to 13. As the
only secondary school in the South Wairarapa, we cater for students from twelve contributing schools
across a wide area. Approximately three-quarters of our students travel daily by bus. Over the past five
years we have had major building redevelopments which have left us with new and modern learning
campus. The next phase of this redevelopment is happening this year with our last Nelson Block
transforming into a modern learning environment. We are an innovative school which caters for a
diverse group of students. Our new Junior curriculum Ignite is innovative and is designed to cater for
individual student’s needs and interests. Whilst looking after students’ academic progress is key we
also pride ourselves on looking at the whole student and catering for both academic and pastoral
needs. A school nurse, doctor and counsellor are on site and we also provide a free breakfast cafe each

Martinborough School is a full primary school, of about 266 students, It is located centrally within the
wine growing area of the South Wairarapa. The positive school tone and culture make for a productive
teaching and learning environment. Our focus is on the future with the way in which learning occurs
and in the development of the skills our children will need to be successful in life. Our ability to access
relevant exciting learning opportunities outside of the classroom is a feature of our region. Community
involvement in the success of our children is a strength of the school. Staff and children alike are
heavily involved in learning new skills making learning engaging, motivating and challenging.

Pirinoa School is a rural primary school situated in the settlement of Pirinoa, South Wairarapa. We
celebrate all learners at Pirinoa School and invite everyone to join us on our Pirinoa Learning Pathway
of ‘Vibrant and Successful Learning’. The majority of our students come from farming families in the
area and a few are from fishing families. Learning experiences are enthusiastically supported by the
school and district community. We have ICT savvy students, who work alongside an ICT specialist to
create I-Movies that you can view on our website. An active fundraising group supports our students in
their learning by fundraising for equipment, resources and excursions. Also, a valued group of
volunteers have, for many years, provided assistance for our students in Literacy and Numeracy.

South End School is a vibrant primary school in the heart of Carterton – and the only school in the
Wairarapa offering both Mainstream and Montessori education.
We pride ourselves in catering for all students’ needs. We promote student health and wellbeing and
emphasise the importance of respecting themselves, others and the environment. We welcome and
value our contact with the South Wairarapa Kāhui Ako so that we can strengthen all students learning
Our beautiful and expansive grounds provide a wonderful space for children to grow and develop their
imagination and individual skills.

South Featherston School is a small and supportive learning community. Each of our classrooms cross
a number of year groups, which means that our children socialise well with those other than their
own. Our older children are encouraged to look after our younger ones, taking on roles of
responsibilities and leadership, and providing excellent role models. Learning groups within individual
curriculum subjects are tailored to ability rather than year group, allowing children to learn at their own
pace and level. We ensure individualised learning pathways for all. Our children are proud of their
achievements and recognise that although we may not number many, we all strive for excellence . .
. We think that the comment made by one of our 6 year old girls recently says it all . . .

"We're a SMALL school doing BIG things!"

St Mary's School is an integrated full primary school with a maximum roll of 138 that has just
celebrated its 100th jubilee. Our Catholic character is fully integrated within all aspects of the school
curriculum and activities. The school is linked to the other Catholic schools within the Catholic Parish of
the Wairarapa. St Mary's School is committed to providing 21st century education to our students,
without commitment reflected in our resourcing and teaching programmes.

St Teresa’s Catholic School St Teresa’s Catholic School is an integrated Roman Catholic School situated
in Featherston, the gateway to the Wairarapa. Our vision is to develop confident life-long learners
within the Catholic Faith. The school is a full primary for girls and boys Years 0-8. The school was
established in 1955 and has grown to about 100 pupils. The school is well supported by the parish and
community and is well resourced. We encourage students to be On-TRACK, Think, Responsible,
Achieve, Courageous and Kind in all that they do socially, academically, on the sports field, through the
arts and within the environment. We believe every child develops at a different rate and have flexible
learning using our integrated digital learning to support this. We value the cultural diversity of our

Tuturumuri School is a rurally located school, approximately 35 Kilometres from Martinborough. The
essence of the school is a tight community, and the family feel able to be created through the relatively
small numbers who attend. Personalised learning is a large driver of what happens at Tuturumuri, real
learning in a country setting makes our school an ideal setting for students to reach their potential.

2. Vision
The South Wairarapa Kāhui Ako envisions a culturally responsive environment across its schools where
innovative best practice and effective community involvement ensures all students experience success.

3. Our approach
 The understanding of the ways we will meet our Kāhui Ako ‘challenges’ will evolve as we work together.
 The South Wairarapa Kāhui Ako is a strong network of passionate leaders and learners. This document
 is an overview and provides individual schools the ability to maintain their individual identity while
 collaborating and sharing expertise. All students’’ learning is supported, and they develop the skills they
 need to be successful on their chosen pathway.

Structure and roles
 The steering group is made up of the Principal Leader, Two Support Principals and Across School
Teachers. This group will oversee the working groups.

 Working groups will be established for each area of inquiry. The group will be made up of the Across
School Teachers, Within School Teachers and other school staff as appropriate. This group will be tasked
with supporting changes of school and teacher practice. All three groups will be seeking to compliment
the leadership and management structures already in place in schools, using evidence and building
relationships to either support or challenge current practice.

 Principal Kāhui Ako Leader has the role of co-ordinating the collaborative and professional activities
across the Kāhui Ako | Community of Learning. They will play a lead role in planning, coordinating and
facilitating the work of the Kāhui Ako as a whole and the other Kāhui Ako teacher roles. They will support
Principals and Teachers to raise achievement and meet shared goals.

 Principal and school leaders have the role to progress the work of the Kāhui Ako | Community of
Learning within their schools. This group would meet twice a term to review progress, receive reports,
and guide further work.

 Across School Teachers have the role of working with leaders and teachers across schools to improve
school and teacher practice.

 Within School Teachers have the role of working (in conjunction with school leaders) in their own school
with teachers to improve school and teacher practice.

 Inquiry Time this will enable teachers to have the time to learn from each other and work together on
our Community of Learning goals 4.

 Professional Learning and Development for leaders and teachers across our Kāhui Ako to strengthen
school systems and processes, and teacher practice.
     Using the expertise of the early childhood sector
     Accessing external providers linked to areas of work
     Maximising internal expertise

4. Initial Inquiries

A. Framing the inquiries
Principals and Leaders came together to form three inquiry groups. It was important to involve our
community in the development of the Achievement Challenge and to avoid bringing any preconceived
ideas about the outcomes. These inquiries helped us to decide our Achievement Challenges, the
underlying philosophy that drives effective teaching and learning, and our high level planning of what to
do next.

The three inquiries decided by the Kāhui Ako were as follows.
    1. Academic achievement challenges
    2. Whānau, teacher, and wider community perspectives about learning
    3. Student perspectives about their learning

(i) Inquiry 1. Analysis of data to identify achievement challenges
The results of this inquiry would identify what the group expected to achieve.

    The first group took an analytical view of the students; national standards and NCEA data to identify
    areas of strength as well as those that would be further developed throughout the Kāhui Ako. A
    small group, approx. 10 interested leaders, two Ministry of Education staff and an expert partner
    met to share and analyse the student achievement Years 1-10, National Standards Years 1-8,
    student engagement data and NCEA Levels 1-3. During the four half day meetings- the data was
    analysed and trends across the data pulled out to share with the wider Kāhui Ako. Some general
    hunches, initial thinking about next steps and other anecdotes were also collected.

(ii) Inquiries 2 and 3: Analysis of qualitative data from the wider community
The qualitative data collected from the multiple participant groups informed how we might best
approach work toward our achievement challenge

(i) Family/whānau, teacher, and wider community perspectives about learning and support
for learning.
Group 2 collected information that represented community voice and involved collection and analysis of
information from parents, teachers, community leaders, and iwi. A group of four interested leaders and
an expert partner met to decide how to collect and analyse data from family/whānau, teacher, and
wider community perspectives about learning and support for learning.

The group decided who would take part in the data collection. An online survey was constructed for
participants who could not attend face-to-face meetings held. Data were gathered from the following

   ●   Teachers - all teacher invited- 72 attended and others completed the online survey.
   ●   RTLBs
   ●   100 + Board of Trustees members from all schools in the Kāhui Ako
   ●   Local businesses
   ●   Health experts
   ●   Iwi

The narrative data was analysed and key themes were identified. When complete the information was
shared with the Kāhui Ako leaders. Below is a quote from the introduction to community hui and the
online survey used to collect the data

       “Our schools in Carterton and the South Wairarapa are creating a 'community of learning'. By
       'community' we mean everyone connected to the Carterton and South Wairarapa community -
       whānau, businesses, community groups, iwi, and schools. We want our community to come together
       to ensure that all our young people feel successful and confident as they step into the future. We
       need to think carefully about how we support our young people to make this happen. Your ideas
       about how we can all work collaboratively for the good of our young people are vital to the success of
       our community of learning. This is your opportunity to give us your opinions and ideas about
       possibilities for education in the future for our region.
       Ehara taku toa, he takitahi, he toa takitini - my success should not be bestowed on me alone, as it
       was not individual success but success of the collective”

(i) Student perspectives about their learning

Group 3 collected information to represent student voice and their perspectives about their learning
and learning generally. Students from the primary and secondary schools contributed to the data set. A
group of approximately 6 interested teachers and leaders across the schools met to plan how to collect
data from students. The group decided to build the survey in Google forms for use by schools/teachers
who asked their students to contribute their views on learning to this initial inquiry. The secondary
school teachers decided to write their own survey using language appropriate for the secondary context.

Over 400 primary students, Years 1-8 and approximately 80 secondary students Year 9-13, completed
the survey.

An in-depth analysis of the students’ responses was conducted by the team. Key themes were identified
and shared with the wider Kāhui Ako.

Analysis of key themes across the inquiries
A full meeting of the Kāhui Ako was held to share the findings.
    ● The academic achievement challenges (in effect, the goals of the Kāhui Ako activity) were set.
    ● The key themes from the three inquiries were shared back at a Kāhui Ako meeting. Dominant
        themes and trends across the three inquiries were used to identify the three key development

B. Findings of the inquiries

(i). Achievement Challenges Identified: Results of analysis of student achievement
Four achievement challenges were identified:
   1. Raising achievement in Writing Y1-10
   2. Raising achievement in Mathematics Y1-10
   3. Raising achievement in NCEA
   4. Effective transitions and learning pathways.

As a Kāhui Ako, we would like to investigate what is working for our students as the starting point for
our inquiries, with an appreciative, rather than a deficit lens. The achievement challenges are
intertwined and will be addressed simultaneously to optimise the impact.

Measuring and tracking progress
As the South Wairarapa Achievement Challenge was researched and designed before the requirement
for National Standards was removed, our achievement challenge data makes reference to National
Standards. Irrespective of National Standards, we will continue to measure students’ academic progress.
Once the achievement challenge document has been endorsed, we will work across the Kāhui Ako to
share knowledge about the various tools available and make decisions the measures we will use. This
process will involve:
        1. Discussion across the Kāhui Ako to decide on tool(s) (e.g. Learning Progressions)
        2. Shared professional development to ensure consistent and reliable use of the measures.
        3. Using the chosen measure to track progress, and
        4. Reviewing and refining practice associated with these measurements.

In effect, one of our early inquiries will determine the most relevant and reliable ways to
   measure and monitor student academic progress.

Achievement      We have set an Achievement Challenge to            Rationale:
Challenge 1:     raise achievement in writing for all students      ● Currently 64% of boys are at or above
Raising          across the South Wairarapa Kāhui Ako with a            standard in writing. This is a shift of 21%
Achievement      particular emphasis on:                                (174 students) to reach the target.
in Writing Y1-       ● Year 1-8 Boys Writing: By 2020 lift          ● Currently 64% of Maori students are at
10                       achievement of boys to being at or             or above standard in writing. This is a
                         above the National Standard to 85% or          shift of 21% (81 students) to reach the
                         greater, an increase of 21%                    target. Individual schools will target
                     ● Year 1-8 Maori Students Writing: By              specific strategies to support the
                         2020 lift achievement of Maori                 reduction of this
                         students at or above the National          ● Individual schools will identify specific
                         Standard to 85%, an increase of 21%.           target students if they have already
                     ● Years 9 and 10 Writing: Data indicates           reached the 85% target
                         (informed by 2016 e-AsTTle) that 71%       ● Current Junior School data suggests that
                         of students enter college at a level           this is also an area for further
                         below the expected achievement level.          investigation and monitoring.
                         These students need to make rapid and
                         accelerated progress to prepare them
                         for NCEA. By 2020 all incoming Year 9
                         students will improve by four sublevels
                         over the first two years

Achievement      We have set an achievement challenge to            Rationale:
Challenge 2:     raise achievement in Maths                         ● Currently 78% of all students are
Raising              ● Year 1-8 Maths: Lift the achievement             achieving at or above the standard in
achievement              of all students to achieving At or Above       maths, meaning a shift of 7% (114
in                       the National Standard from 78% to              students) to reach target of at least 85%.
Mathematics              85% or greater, an increase of 114         ● Current available data in year 9 and 10
Y1-10                    students across the cluster.                   suggests that this is also an area for
                     ● Years 9 and 10 Maths: Data indicates             further investigation and monitoring.
                         (informed by 2016 e-AsTTle) that an        ● Individual schools will identify specific
                         unsatisfactory number of Year 9                target students if they have already
                         students entering College are at a level       reached the 85% target
                         below the expected achievement level.
                         These students need to make
                         accelerated progress. By 2020 all
                         incoming Year 9 students will improve
                         by four sublevels over the first two

Achievement    ●   NCEA Achievement: Data indicates that          ●
                                                               Investigations into the number of
Challenge 3:       89.4% of students in 2016 (roll based)      students leaving school and finding
Raising            achieve NCEA Level 2. In 2017, the same     meaningful employment after reaching
achievement        students have 59.2% achieving NCEA level    Level 2 require investigation, and the
in NCEA            3. By 2020 to have significantly decreased  pathways of success identified and
                   the discrepancy between Level 2             planned for throughout the Secondary
                   Achievement and Level 3 Achievement.        years.
Achievement    To have effective transitions and learning  Rationale:
Challenge 4:   pathways through successful engagement.         ● Our hunch is that there are points for
Raising            ● ECE- Year 1                                   further investigation at various
achievement        ● Year 3-4                                      transition stages.
through            ● Year 6-7                                  ● Information we have suggests that
effective          ● Year 8-9                                      there is a differing in data
transitions        ● NCEA 2-Career Pathways                        interpretation between education
and learning                                                       facilities
pathways.           We have set this Achievement Challenge     ● Transitions between NCEA level 2
                    (see Challenges 1, 2 and 3 as academic         and either Level 3 or ‘meaningful
                    baseline indicators) where we want to          employment/non secondary study’ is
                    focus on engagement.                           an area for further investigation.
                                                               ● This lift in engagement levels will
                                                                   positively affect achievement levels –
                                                                   and will support Achievement
                                                                   Challenge 1, 2 and 3 target goals.

  (ii). Development areas identified: Results of analysis of qualitative data

   (a) Parents, teachers and Community

  Engaging with the community to learn about their views on learning and support for learning was seen
  as a positive development. This sentiment is expressed in the quote below from one board member
  attending a combined board of trustees meeting.

  “It is great that the wider community is being involved initially, rather than being consulted after the
  fact” Board of Trustee Member at the across school Board meeting, where over 100 people attended to
  share their views and ask clarifying questions.

  The results of the qualitative data analysis for parents, teachers and community are reported below.
  When data were analysed across the participant groups, an overarching dimension, Hauora, emerged.
  Hauora was comprised of six clear dimensions for effective learning. The results section begins with
  discussion of the beliefs and values that were communicated in the information shared by the
  participants and the place of Hauora and the six dimensions in this context.

Mauri ora
Ruamahunga awa is the lifeforce, taha wairua, of the Wairarapa valley running from the mountains to
the sea. Everything that has developed overtime has been reliant on this waterway and the many
tributaries that feed into it. How we look after this taonga governs how we will be able to use our
valley in the future.

A large portion of our community believe that, like our taonga, we cannot learn to the best of our
ability without a strong sense of Hauora, wellbeing. We need to know who we are, where we are from,
and what our place is in the world. This cannot be developed in isolation, but rather through a holistic
approach where the individual is the centre of the education process.

The inter-relationship between Hauora and our other six dimensions is significant and provide our
community with the guidelines we need to meet to ensure we are all able to reach our full potential.

                                THE SIX DIMENSIONS
                    The koru represents the unfolding of new life. Its circular shape symbolises the
                    idea of continuous growth while the coil stays rooted in the point of origin. In
                    other words as we move through life we draw on what has gone before to learn
                    what we need to move into the future.

                    The koru fronds represent our other six dimensions, which are introduced
                    throughout our learning journey. Each one works in collaboration with the other
                    to ensure continuous growth and movement as our knowledge develops and
                    opens the pathway to new learning.

                                     Our Dimensions
  Our dimensions have been created from the voice of our students, whanau, parents, teachers and
other community members. We value the community voice and have retained the identity of the South
 Wairarapa Kāhui Ako throughout the document. The six dimensions underpin the focus we have for
     ensuring the success of our students. Being the voice of our students, parents, teachers, and
                 community, they are a lens through which our inquiries are focused.

                                GLOBAL KNOWLEDGE & SKILLS
We need to be globally aware, technologically competent, and have the ability to problem solve. We
need to ensure that we have flexible learning pathways that provide us with the work ready skills we
need for the pathway we choose.
Building collaborative relationships between schools, organisations, businesses, in fact the whole
 community is pivotal. This will allow us to pool resources to ensure the success of all learners.
 We need to develop positive interpersonal skills that allow us to communicate and collaborate
 effectively. This will allow us to build trusting relationships with whānau, schools, businesses,
 organisations and others in our community.
                                    VALUES, BELIEFS & AGENCY
 Having respect for others, the environment, and ourselves allows us all to have input into a community
 where diversity is celebrated. We take responsibility for our own learning and feel safe to take risks in
 an environment that allows us to build resilience in our pursuit of excellence.
                                    CREATIVITY & INNOVATION
 Create an environment that allows us to use our creative license by encouraging critical creative
 thinking and curiosity. This will encourage risk taking and an ability to develop flexibility in our thinking
 and learning.
 We are all motivated to succeed and become involved in ongoing learning. We are exposed to new and
 innovative ways of learning that add further strategies and skills to our kete of knowledge. We
 encourage more men to be involved in our learning community as positive role models within the
 learning environment.

Table. Participant priorities for each dimension.

(b) Students’ perspectives
Results of initial inquiry with student participants

Students’ reported experiences of school
    ● Learning is ‘done to’ students – teacher directed.
    ● when things are perceived as hard/challenging – not a lot of risk taking
    ● Noise and distractions (Environment) a big negative impact on learning
    ● Passion for a subject and understanding teachers mentioned as a huge positive.

Students’ views of the role of school and learning
    ● Purpose of school was a place where learning happens.
    ● Learning isn’t commonly seen as happening outside of the classroom.

Location of responsibility for learning
    ● Deepen understanding of the relationship between environment, learner and accountability.
    ● Still an element of blame – much is attributed to teachers – rather than self
    ● Others/Teachers attributed to success. Not much promotion of ‘self’ in helping learning.

Participation in learning
    ● Lack of engagement mentioned often, as a barrier to learning.
    ● Needing to define what an ‘active’ learner looks like.

Below are two examples of student responses.
    ● I find reading a bit challenging I like animal fact books the most I don't like to read big novels
       because I get bored and never finish it.
    ● Finding out things that I don't already know and sharing that knowledge with other people

C. Summary of Initial Inquiries (Overall Analysis)
The inquiry into the achievement information allowed the Kāhui Ako to identify four achievement
challenges: writing achievement from Years 1 to 10, achievement in mathematics Years 1 to 10,
achievement in NCEA and effective transitions. The qualitative inquiries, which considered the
perspectives of students, teachers, whānau and community, indicated that the achievement challenges
would be addressed through active participation in future-focused, relevant learning environments,
supporting hauora and well-being of students and working with community to support students’
transitions across their various broad learning environments.

This analysis has guided the development of the Kāhui Ako action plan described in the next section. The
intention is to focus on the bigger picture of active participation in relevant learning, Hauora and
wellbeing, and community involvement in transitions knowing that these will positively impact on
achievement data.

5. Action Plan
The South Wairarapa Kāhui Ako envisions a culturally responsive environment across its schools where innovative best practice and effective
community involvement ensures all students experience success.

Achievement Challenges
The Achievement Challenge/Goals of the Kāhui Ako activity over the next three years are:
    1. Raising achievement in writing Years 1-10.
    2. Raising achievement in mathematics Years 1-10
    3. Raising achievement in NCEA
    4. Creating effective transitions and learning pathways.

Development areas to meet the Achievement Challenges
From our Leadership Inquiries, we have identified the following areas for change activity. These development areas will be the focus of inquiries
across the Kāhui Ako.

    1. Active participation in relevant learning environments.
           ● Develop an understanding of what ‘Learning’ is and its relevance today and the future.
           ● Supporting students to understand and be active in their learning.

    2. Hauora and well-being.
          ● Develop an understanding of what ‘Hauora’ is, and the impact it has on student and the community’s progress
          ● Participants learning about the importance of hauora and the impact it has on learning.
          ● Supporting participants to value, nurture and recognise the power of Hauora on engagement and learning
          ● Understand ‘wellbeing’ and the role our Kāhui Ako has in addressing its issues

    3. Community Involvement in learning transitions.

●   Grow greater community involvement in learning transitions

Measuring success
The Kāhui Ako consider that growing in the development areas will lead to greater achievement and success as students transition through our
learning pathways. Overall success will be measured as indicated in the achievement challenge tables. Indicators of successful practice will be
developed for each of the development areas.

Action plan for the three development areas.

The findings of the initial inquiries have identified three areas of development over a three-year period in order to meet the achievement

These areas will be developed through a series of collaborative inquiries within schools and across the Kāhui Ako. The process will involve:

    a. Exploring the development area to learn more about effective activity in each area
    b. Making changes, and
    c. Embedding successful changes across the Kāhui Ako.

                                                                             Select one or more of the
                                                                             three development areas
                                                                                 Design an inquiry

                                                                                                              DATA GATHERING AND
                                                                                                                DECIDING WHAT TO
                                          Share and embed effective
                                                                                                             Find out what is happening
                                                                                                             and what would support the
                                                                                                                 development area

                                                                                                    MAKING CHANGES
                                                                                                Make changes as identified in
                                                          Check for impact
                                                                                                   the finding out phase

Figure: Generic Inquiry model for Collaborative Inquiry.

Above is a generic model of the type of collaborative inquiry that will be used to explore and make changes in the development areas.
Participants will be free to select specific models of inquiry that fit with their own sense-making processes or preferences while reflecting the
principles for practice within the Kāhui Ako. The activity within each phase of the inquiry process is outlined below.

Inquiries across the Kāhui Ako will be based on interest and linked to the schools’ strategic plans. Collaborative inquiries will include joint activity
within and across schools of the Kāhui Ako.

a. Focus and Design
Teachers/Leaders will first select one of the three development areas for inquiry. They will design the inquiry beginning with identifying what
needs to be known in order to understand the development area in their specific contexts. Teachers/Leaders will generate questions to be

answered as they explore the learning environment and will determine the ways that information is to be collected to inform their

b. Data gathering and deciding what to change
Teachers/Leaders collect and make sense of the information. This information may be narrative or numerical and collected from a range of
participants and sources. Participant groups may include students, teachers, family/whanau and community members. The summaries of the
information will be used to identify what to change. At this stage, teachers/leaders will consider what new knowledge is required to facilitate the
changes effectively. At the beginning of the data gathering phase baseline information would be collected and indicators of success developed.

c. Making Changes
Teachers/Leaders will collaborate to plan for change. It is important that each participant understands and has ownership of both the shared
sense-making above and the plan that eventuates from this. Although the teachers will be guided by a shared set of principles for change, the
specific activity in their schools and classrooms will be shaped to integrate with their programmes. It is important that inquiry activity is
integrated to ensure that it becomes regular learning and teaching activity rather that additional projects ‘on top’ of regular work.

d. Checking
At the checking stage, teachers/leaders look for indicators of change and compare them with the baseline information to make decisions about
what has been successful. The indicators of change will have been specified early in the data gathering stage. Unanticipated changes may also be

e. Scale-up- spreading the successful practices
Successful practices identified through the inquiries will be diffused through the Kāhui Ako via collegial practice improvement conversations and
embedded into systems of teaching and learning where applicable. It is possible that observations through the inquiry give rise to new
development areas or new inquiries to further support the same development area.


Initial steps
(a) Transparency with staff and boards:
    ●   Develop a communication strategy to provide a dynamic source of information, so all stakeholders can actively participate and have
        access to timely information.

    ●   Workshops for interested/potential Across School and In School leaders will be held to increase evaluative capability (Collaborative
        Inquiry); coaching and mentoring skills and prepare potential leads.

(b) Grow understanding and capability:
    ●   Visit all schools to understand the particular context they work in and the people they’re working with.

Monitoring focus
(a) Implementation of the action plan

(b) Cross school leaders, once appointed will:
    ●   Meet regularly with and report to the Lead Principal.
    ●   Meet with each other for collaborative inquiry and planning.
    ●   Coach and mentor in-school leaders to develop and implement a coherent strategic plan for addressing the Achievement Challenges.
    ●   Identify, model and effectively share examples of best practice which accelerates progress for all learners, particularly those identified in
        the Achievement Challenge data.

(c) Share emerging evidence of changes in school community, pedagogy, practices and culture.

(d) Identify and be responsive to new challenges.

In collaboration with school leaders, external providers, MOE and ERO, we will develop an effective model for evaluation of the South Wairarapa
Kāhui Ako performance

Elements to be included
    ●   Each school is responsible for their own data – with the new approach to collecting and reporting data to BOTs, we are able to monitor
        the ‘value added’ academic outcomes of the Kāhui Ako. We are able to track the academic change over time through this method.
        Schools will happily share their data if, and when, necessary.
    ●   Analysis of outcomes from 6-8 week collaborative inquiry projects, noting effective interventions and practices that have significant
    ●   Capture and be responsive to student, parent and teacher voice.
    ●   We will use reflective practices, inquiry methods and NZCER tools to measure our progress. Some new tools and matrices will be
        developed to measure the levels of engagement of ‘all’ learners in our community.

Tools and measures may include
    ●   Learning Progression
    ●   Assessment resource map- Ministry of Education
    ●   NCEA
    ●   NZCER Me and My School survey
    ●   Enrol: stand down, suspension, transience, lateness data

The ongoing use of these evaluative tools will provide robust and rigorous data for self-review and the sustainable development of our

Reporting to Stewardship Group and Board of Trustees

       The Lead Principal will coordinate the preparation of regular reports for the Stewardship Group and Boards of Trustees. Details of this
       process will be developed in the communications strategy. Reports will include commentary on targets and priorities; implementation
       progress; emerging evidence of changes in school practices or culture.

       The South Wairarapa Kāhui Ako Achievement Challenges will be reflected in each of the member school’s Charter for 2018/19. These
       will consequently be reported on in their Analysis of Variance.

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